This study from the Learning Policy Institute examines the relationship between district support, community schools, and whole child educational practices in three schools within the Oakland Unified School District (Oakland Unified), a long-standing, full-service community schools (FSCS) district that intentionally links whole child education to its community schools initiative. Findings from this study suggest ways districts can support and sustain community schools over time and help schools integrate whole child education and community school approaches. The implications of this research affirm five main actions that promote conditions for children to learn in community schools: (1) sustaining community school initiatives, developing a district-level infrastructure to facilitate partnerships; (2) linking whole child education and community school approaches; (3) developing school-level roles and structures that support service delivery; (4) building the capacity of school staff to enable the school to function as a community school; and (5) engaging families in decision-making.